Tag Archives: Child Environments

Children’s Portraiture and Photography

I just picked up the last of my photos to be developed, and was able to sit down and look at my complete body of work for the quarter.  I have to say, I was very blessed to photograph families that allowed me to capture their children at play.  I was prepared to take some completely posed pictures at the families request, but all of them were fine with my taking candid portraits and I am very satisfied with the results.

This quarter I shot with black and white film for the first time.  I instantly fell in love with the nostalgic presence of black and white film, the harsh yet creamy effect that it has on the subject being photographed and the development process.

35mm B/W Film, Experiment with Indoor Lighting

I have also taken time to explore photoshop – something that I had never allowed myself to do before.  I believed that my photos should be able to stand on their own, without digital manipulation.  This quarter I have learned that I can take high quality photos without needing editing using high quality film and good lighting – but there are times when a photo benefits from a little manipulation (WordPress isn’t allowing me to post the before/after photo due to reaching my 100MB limit.  Seems unlikely that I’ve used that much space, hmm…)

I began the quarter with anxiety and doubt in my ability to capture good photographs on the spot, in a scheduled shoot.  I have learned a great deal about taking myself seriously as an artist, being confident in scheduling times and places to shoot, and having faith that through exploring new boundaries with photography and doing my best in the moment I will capture beautiful moments.

35mm Color Film

This week I have been pondering on how to best display my photos, and inspiration is coming to me in pieces.  Today is dedicated to bringing it all together.

Thank you all for a wonderful quarter, and a wonderful program to start my life as a student at Evergreen.

 

Children’s Portraiture and Photography

I just picked up the last of my photos to be developed, and was able to sit down and look at my complete body of work for the quarter.  I have to say, I was very blessed to photograph families that allowed me to capture their children at play.  I was prepared to take some completely posed pictures at the families request, but all of them were fine with my taking candid portraits and I am very satisfied with the results.

This quarter I shot with black and white film for the first time.  I instantly fell in love with the nostalgic presence of black and white film, the harsh yet creamy effect that it has on the subject being photographed and the development process.

35mm B/W Film, Experiment with Indoor Lighting

I have also taken time to explore photoshop – something that I had never allowed myself to do before.  I believed that my photos should be able to stand on their own, without digital manipulation.  This quarter I have learned that I can take high quality photos without needing editing using high quality film and good lighting – but there are times when a photo benefits from a little manipulation (WordPress isn’t allowing me to post the before/after photo due to reaching my 100MB limit.  Seems unlikely that I’ve used that much space, hmm…)

I began the quarter with anxiety and doubt in my ability to capture good photographs on the spot, in a scheduled shoot.  I have learned a great deal about taking myself seriously as an artist, being confident in scheduling times and places to shoot, and having faith that through exploring new boundaries with photography and doing my best in the moment I will capture beautiful moments.

35mm Color Film

This week I have been pondering on how to best display my photos, and inspiration is coming to me in pieces.  Today is dedicated to bringing it all together.

Thank you all for a wonderful quarter, and a wonderful program to start my life as a student at Evergreen.

 

Children’s Portraiture and Photography

I just picked up the last of my photos to be developed, and was able to sit down and look at my complete body of work for the quarter.  I have to say, I was very blessed to photograph families that allowed me to capture their children at play.  I was prepared to take some completely posed pictures at the families request, but all of them were fine with my taking candid portraits and I am very satisfied with the results.

This quarter I shot with black and white film for the first time.  I instantly fell in love with the nostalgic presence of black and white film, the harsh yet creamy effect that it has on the subject being photographed and the development process.

35mm B/W Film, Experiment with Indoor Lighting

I have also taken time to explore photoshop – something that I had never allowed myself to do before.  I believed that my photos should be able to stand on their own, without digital manipulation.  This quarter I have learned that I can take high quality photos without needing editing using high quality film and good lighting – but there are times when a photo benefits from a little manipulation (WordPress isn’t allowing me to post the before/after photo due to reaching my 100MB limit.  Seems unlikely that I’ve used that much space, hmm…)

I began the quarter with anxiety and doubt in my ability to capture good photographs on the spot, in a scheduled shoot.  I have learned a great deal about taking myself seriously as an artist, being confident in scheduling times and places to shoot, and having faith that through exploring new boundaries with photography and doing my best in the moment I will capture beautiful moments.

35mm Color Film

This week I have been pondering on how to best display my photos, and inspiration is coming to me in pieces.  Today is dedicated to bringing it all together.

Thank you all for a wonderful quarter, and a wonderful program to start my life as a student at Evergreen.

 

Children’s Portraiture and Photography

I just picked up the last of my photos to be developed, and was able to sit down and look at my complete body of work for the quarter.  I have to say, I was very blessed to photograph families that allowed me to capture their children at play.  I was prepared to take some completely posed pictures at the families request, but all of them were fine with my taking candid portraits and I am very satisfied with the results.

This quarter I shot with black and white film for the first time.  I instantly fell in love with the nostalgic presence of black and white film, the harsh yet creamy effect that it has on the subject being photographed and the development process.

35mm B/W Film, Experiment with Indoor Lighting

I have also taken time to explore photoshop – something that I had never allowed myself to do before.  I believed that my photos should be able to stand on their own, without digital manipulation.  This quarter I have learned that I can take high quality photos without needing editing using high quality film and good lighting – but there are times when a photo benefits from a little manipulation (WordPress isn’t allowing me to post the before/after photo due to reaching my 100MB limit.  Seems unlikely that I’ve used that much space, hmm…)

I began the quarter with anxiety and doubt in my ability to capture good photographs on the spot, in a scheduled shoot.  I have learned a great deal about taking myself seriously as an artist, being confident in scheduling times and places to shoot, and having faith that through exploring new boundaries with photography and doing my best in the moment I will capture beautiful moments.

35mm Color Film

This week I have been pondering on how to best display my photos, and inspiration is coming to me in pieces.  Today is dedicated to bringing it all together.

Thank you all for a wonderful quarter, and a wonderful program to start my life as a student at Evergreen.

 

Children’s Portraiture and Photography

I just picked up the last of my photos to be developed, and was able to sit down and look at my complete body of work for the quarter.  I have to say, I was very blessed to photograph families that allowed me to capture their children at play.  I was prepared to take some completely posed pictures at the families request, but all of them were fine with my taking candid portraits and I am very satisfied with the results.

This quarter I shot with black and white film for the first time.  I instantly fell in love with the nostalgic presence of black and white film, the harsh yet creamy effect that it has on the subject being photographed and the development process.

35mm B/W Film, Experiment with Indoor Lighting

I have also taken time to explore photoshop – something that I had never allowed myself to do before.  I believed that my photos should be able to stand on their own, without digital manipulation.  This quarter I have learned that I can take high quality photos without needing editing using high quality film and good lighting – but there are times when a photo benefits from a little manipulation (WordPress isn’t allowing me to post the before/after photo due to reaching my 100MB limit.  Seems unlikely that I’ve used that much space, hmm…)

I began the quarter with anxiety and doubt in my ability to capture good photographs on the spot, in a scheduled shoot.  I have learned a great deal about taking myself seriously as an artist, being confident in scheduling times and places to shoot, and having faith that through exploring new boundaries with photography and doing my best in the moment I will capture beautiful moments.

35mm Color Film

This week I have been pondering on how to best display my photos, and inspiration is coming to me in pieces.  Today is dedicated to bringing it all together.

Thank you all for a wonderful quarter, and a wonderful program to start my life as a student at Evergreen.

 

Children’s Portraiture and Photography

I just picked up the last of my photos to be developed, and was able to sit down and look at my complete body of work for the quarter.  I have to say, I was very blessed to photograph families that allowed me to capture their children at play.  I was prepared to take some completely posed pictures at the families request, but all of them were fine with my taking candid portraits and I am very satisfied with the results.

This quarter I shot with black and white film for the first time.  I instantly fell in love with the nostalgic presence of black and white film, the harsh yet creamy effect that it has on the subject being photographed and the development process.

35mm B/W Film, Experiment with Indoor Lighting

I have also taken time to explore photoshop – something that I had never allowed myself to do before.  I believed that my photos should be able to stand on their own, without digital manipulation.  This quarter I have learned that I can take high quality photos without needing editing using high quality film and good lighting – but there are times when a photo benefits from a little manipulation (WordPress isn’t allowing me to post the before/after photo due to reaching my 100MB limit.  Seems unlikely that I’ve used that much space, hmm…)

I began the quarter with anxiety and doubt in my ability to capture good photographs on the spot, in a scheduled shoot.  I have learned a great deal about taking myself seriously as an artist, being confident in scheduling times and places to shoot, and having faith that through exploring new boundaries with photography and doing my best in the moment I will capture beautiful moments.

35mm Color Film

This week I have been pondering on how to best display my photos, and inspiration is coming to me in pieces.  Today is dedicated to bringing it all together.

Thank you all for a wonderful quarter, and a wonderful program to start my life as a student at Evergreen.

 

Evolution of Children’s Domestic Space from 1950′s-2000

“There can be no keener revelation of a society’s soul than the way in which it treats its children.”

- Nelson Mandela

Much like the kitchen, children’s domestic space and toy design was reevaluated after World War II.  Toys to encourage the child’s well-being and development were created, along with a new concept of the “playroom”.

“Good Toys”

“In Europe, the United States, and the Soviet bloc after World War II, a host of “good toys” that promised to stimulate imagination, develop the mind, and exercise the body offered a therapeutic, nonviolent image of children’s play… postwar educators and psychologists claimed that the opportunity for play was one of the most solemn rights of childhood around the world.”

(Amy F. Ogata, Century of the Child, pg. 171)

 These toys were mostly simple, yet contemplative by design, and made of natural (usually wooden) materials.  Such as the toy designer Antonio Vitali whose “… belief in the importance of tactile engagement led him to carve forms that molded to the child’s hand and, as a result, became bound to a child’s own imaginary world.”

Of course, these simple wood toys quickly (1960′s/70′s) changed into plastic/metal versions.  And on went the progression from basic postwar “good toys”, and more popularized toys made of mostly inorganic material – promoting cultural pop, space advances, etc.  But that would take a whole new article to discuss!

Playroom

With this postwar revolution of children’s play, development and imagination – the playroom became a new idea.  A room to let children’s creative power flow, giving them independence and space to just be and play!  Before playrooms existed the nursery, and the playroom is an addition to this.

“Experts Jean Piaget, Arnold Gesell, and Benjamin Spock argued that time alone playing with toys was essential for promoting autonomy and stimulating motor development.  Architects and designers, building on these theories, produced widely publicized model playrooms for children.  These spaces imagined an ideal child, an innocent, creative being who was the designer’s alter ego.”

(Ogata, pg. 175)

 Belief and Desire for a Better World

 Into the 60′s conventional ideas about domestic space were questioned, as a new generation began commune’s and co-housing, giving the community cooperative obligation to it’s children.  Toys and children’s design began to speak a message of hope for a better world.  Designers began being more inclusive of different needs in their designs, such as the catering to needs of those with disabilities.  Shows such as Sesame Street “transformed children’s programming (and viewing) with messages that encouraged creative growth, individuality, and self-expression.” (Aidan O’Connor, Pg. 215)

Yet, recently there has been an outcry of worry for today’s children.  O’Connor points this out by discussing an article that recently came out in the New York Times called “The Kids Are Not All Right” by Joel Bakan - ”Joel Bakan used this statement to underscore the severity of what he and many others see as childhood ‘in crisis’, characterized by relentless adversitising and commercialization, childhood obesity, withdrawal in to electronic media, increasing use of psychotropic medication, and exposure to toxic chemicals.” (O’Connor, pg. 215)

References:

Century of the Child, Growing By Design 1900-2000 by Juliet Kitchen and Aidan O’Connor

 

Evolution of Children’s Domestic Space from 1950′s-2000

“There can be no keener revelation of a society’s soul than the way in which it treats its children.”

- Nelson Mandela

Much like the kitchen, children’s domestic space and toy design was reevaluated after World War II.  Toys to encourage the child’s well-being and development were created, along with a new concept of the “playroom”.

“Good Toys”

“In Europe, the United States, and the Soviet bloc after World War II, a host of “good toys” that promised to stimulate imagination, develop the mind, and exercise the body offered a therapeutic, nonviolent image of children’s play… postwar educators and psychologists claimed that the opportunity for play was one of the most solemn rights of childhood around the world.”

(Amy F. Ogata, Century of the Child, pg. 171)

 These toys were mostly simple, yet contemplative by design, and made of natural (usually wooden) materials.  Such as the toy designer Antonio Vitali whose “… belief in the importance of tactile engagement led him to carve forms that molded to the child’s hand and, as a result, became bound to a child’s own imaginary world.”

Of course, these simple wood toys quickly (1960′s/70′s) changed into plastic/metal versions.  And on went the progression from basic postwar “good toys”, and more popularized toys made of mostly inorganic material – promoting cultural pop, space advances, etc.  But that would take a whole new article to discuss!

Playroom

With this postwar revolution of children’s play, development and imagination – the playroom became a new idea.  A room to let children’s creative power flow, giving them independence and space to just be and play!  Before playrooms existed the nursery, and the playroom is an addition to this.

“Experts Jean Piaget, Arnold Gesell, and Benjamin Spock argued that time alone playing with toys was essential for promoting autonomy and stimulating motor development.  Architects and designers, building on these theories, produced widely publicized model playrooms for children.  These spaces imagined an ideal child, an innocent, creative being who was the designer’s alter ego.”

(Ogata, pg. 175)

 Belief and Desire for a Better World

 Into the 60′s conventional ideas about domestic space were questioned, as a new generation began commune’s and co-housing, giving the community cooperative obligation to it’s children.  Toys and children’s design began to speak a message of hope for a better world.  Designers began being more inclusive of different needs in their designs, such as the catering to needs of those with disabilities.  Shows such as Sesame Street “transformed children’s programming (and viewing) with messages that encouraged creative growth, individuality, and self-expression.” (Aidan O’Connor, Pg. 215)

Yet, recently there has been an outcry of worry for today’s children.  O’Connor points this out by discussing an article that recently came out in the New York Times called “The Kids Are Not All Right” by Joel Bakan - ”Joel Bakan used this statement to underscore the severity of what he and many others see as childhood ‘in crisis’, characterized by relentless adversitising and commercialization, childhood obesity, withdrawal in to electronic media, increasing use of psychotropic medication, and exposure to toxic chemicals.” (O’Connor, pg. 215)

References:

Century of the Child, Growing By Design 1900-2000 by Juliet Kitchen and Aidan O’Connor

 

Evolution of Children’s Domestic Space from 1950′s-2000

“There can be no keener revelation of a society’s soul than the way in which it treats its children.”

- Nelson Mandela

Much like the kitchen, children’s domestic space and toy design was reevaluated after World War II.  Toys to encourage the child’s well-being and development were created, along with a new concept of the “playroom”.

“Good Toys”

“In Europe, the United States, and the Soviet bloc after World War II, a host of “good toys” that promised to stimulate imagination, develop the mind, and exercise the body offered a therapeutic, nonviolent image of children’s play… postwar educators and psychologists claimed that the opportunity for play was one of the most solemn rights of childhood around the world.”

(Amy F. Ogata, Century of the Child, pg. 171)

 These toys were mostly simple, yet contemplative by design, and made of natural (usually wooden) materials.  Such as the toy designer Antonio Vitali whose “… belief in the importance of tactile engagement led him to carve forms that molded to the child’s hand and, as a result, became bound to a child’s own imaginary world.”

Of course, these simple wood toys quickly (1960′s/70′s) changed into plastic/metal versions.  And on went the progression from basic postwar “good toys”, and more popularized toys made of mostly inorganic material – promoting cultural pop, space advances, etc.  But that would take a whole new article to discuss!

Playroom

With this postwar revolution of children’s play, development and imagination – the playroom became a new idea.  A room to let children’s creative power flow, giving them independence and space to just be and play!  Before playrooms existed the nursery, and the playroom is an addition to this.

“Experts Jean Piaget, Arnold Gesell, and Benjamin Spock argued that time alone playing with toys was essential for promoting autonomy and stimulating motor development.  Architects and designers, building on these theories, produced widely publicized model playrooms for children.  These spaces imagined an ideal child, an innocent, creative being who was the designer’s alter ego.”

(Ogata, pg. 175)

 Belief and Desire for a Better World

 Into the 60′s conventional ideas about domestic space were questioned, as a new generation began commune’s and co-housing, giving the community cooperative obligation to it’s children.  Toys and children’s design began to speak a message of hope for a better world.  Designers began being more inclusive of different needs in their designs, such as the catering to needs of those with disabilities.  Shows such as Sesame Street “transformed children’s programming (and viewing) with messages that encouraged creative growth, individuality, and self-expression.” (Aidan O’Connor, Pg. 215)

Yet, recently there has been an outcry of worry for today’s children.  O’Connor points this out by discussing an article that recently came out in the New York Times called “The Kids Are Not All Right” by Joel Bakan - ”Joel Bakan used this statement to underscore the severity of what he and many others see as childhood ‘in crisis’, characterized by relentless adversitising and commercialization, childhood obesity, withdrawal in to electronic media, increasing use of psychotropic medication, and exposure to toxic chemicals.” (O’Connor, pg. 215)

References:

Century of the Child, Growing By Design 1900-2000 by Juliet Kitchen and Aidan O’Connor

 

Evolution of Children’s Domestic Space from 1950′s-2000

“There can be no keener revelation of a society’s soul than the way in which it treats its children.”

- Nelson Mandela

Much like the kitchen, children’s domestic space and toy design was reevaluated after World War II.  Toys to encourage the child’s well-being and development were created, along with a new concept of the “playroom”.

“Good Toys”

“In Europe, the United States, and the Soviet bloc after World War II, a host of “good toys” that promised to stimulate imagination, develop the mind, and exercise the body offered a therapeutic, nonviolent image of children’s play… postwar educators and psychologists claimed that the opportunity for play was one of the most solemn rights of childhood around the world.”

(Amy F. Ogata, Century of the Child, pg. 171)

 These toys were mostly simple, yet contemplative by design, and made of natural (usually wooden) materials.  Such as the toy designer Antonio Vitali whose “… belief in the importance of tactile engagement led him to carve forms that molded to the child’s hand and, as a result, became bound to a child’s own imaginary world.”

Of course, these simple wood toys quickly (1960′s/70′s) changed into plastic/metal versions.  And on went the progression from basic postwar “good toys”, and more popularized toys made of mostly inorganic material – promoting cultural pop, space advances, etc.  But that would take a whole new article to discuss!

Playroom

With this postwar revolution of children’s play, development and imagination – the playroom became a new idea.  A room to let children’s creative power flow, giving them independence and space to just be and play!  Before playrooms existed the nursery, and the playroom is an addition to this.

“Experts Jean Piaget, Arnold Gesell, and Benjamin Spock argued that time alone playing with toys was essential for promoting autonomy and stimulating motor development.  Architects and designers, building on these theories, produced widely publicized model playrooms for children.  These spaces imagined an ideal child, an innocent, creative being who was the designer’s alter ego.”

(Ogata, pg. 175)

 Belief and Desire for a Better World

 Into the 60′s conventional ideas about domestic space were questioned, as a new generation began commune’s and co-housing, giving the community cooperative obligation to it’s children.  Toys and children’s design began to speak a message of hope for a better world.  Designers began being more inclusive of different needs in their designs, such as the catering to needs of those with disabilities.  Shows such as Sesame Street “transformed children’s programming (and viewing) with messages that encouraged creative growth, individuality, and self-expression.” (Aidan O’Connor, Pg. 215)

Yet, recently there has been an outcry of worry for today’s children.  O’Connor points this out by discussing an article that recently came out in the New York Times called “The Kids Are Not All Right” by Joel Bakan - ”Joel Bakan used this statement to underscore the severity of what he and many others see as childhood ‘in crisis’, characterized by relentless adversitising and commercialization, childhood obesity, withdrawal in to electronic media, increasing use of psychotropic medication, and exposure to toxic chemicals.” (O’Connor, pg. 215)

References:

Century of the Child, Growing By Design 1900-2000 by Juliet Kitchen and Aidan O’Connor